contoh lesson plan


Published on

Published in: Education, Spiritual
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

contoh lesson plan

  1. 1. Nur Fatin Bari’ah Salehuddin Nuril Ekma
  2. 2. The National Philosophy of Education formulated in year 1987 is themost important document in Malaysia that guides and reinforces the directionand goal of education in the country. Its formulation is also seen as an attempt tobring the separate, ad hoc and implicit aims into a clear statement of nationaleducational policy. In fact, there is a relationship between the philosophy of educationwhich was unwritten and previously based on national documents such as theNew Economic Policy, the Five-Year Malaysian Plans and the National Ideology.At present, the philosophy of education based on these documents, has now beenwritten and has become the national philosophy of education. With the newwritten national philosophy of education religious and moral values are takenseriously and given emphasis in the Malaysian educational system with the beliefin and devotion to God and also encompassing other aspects of the individualholistic growth namely competence, responsibility, and possession of high moralstandard.
  3. 3. Clearly, the National Philosophy of Education aims at developingthe potential of individuals in a holistic and integrated manner so as toproduce individuals who are intellectually, spiritually, emotionally, andphysically balanced and harmonious, based on a firm belief in anddevotion to God. This is also in line with the first principle of the National Ideologyor Rukun Negara which states the belief in God as the first principlefollowed by others principles namely the belief and loyalty to the king andnation, the supremacy of the constitution and its legislation and theimportance of ethics and morality. The National Philosophy of Educationwhich was inspired by the Mecca Resolution of 1977 had historicallyevolved from a long process of nation building in the country since thetime of her independence in the year 1957 and is spelled out as follows:
  4. 4. Education in Malaysia is an ongoing effort toward s further effort indeveloping the potential of individuals in a holistic and integrated manner. Soas to produce individuals who are intellectually, spiritually, emotionally andphysically balanced and harmonious, based on a firm belief in and devotion toGod such an effort is designed to produce Malaysian citizen who areknowledgeable and competent, who possess high moral standards and who areresponsible and capable of achieving a high level of personal wellbeing able tocontribute to the betterment of the society and the nation at large. The essence of the National Philosophy of Education is to develop thepotential of Malaysian citizens in a holistic and integrated manner so as to beintellectually, spiritually, emotionally, and physically balanced based on a firmbelief in and devotion to God. To translate this philosophy into the teachingand learning, each subject matter in the national curriculum must formulatetheir aims that reflect the National Philosophy of Education.
  5. 5. After 20 years of the implementation of the National Philosophy of Education, theintroduction of the Integrated Curriculum for Secondary Schools in 1988, followed by the Integrated Primary SchoolCurriculum in 1994, is a concerted effort to translate the ideals of the NationalPhilosophy of Education into practice in secondary and primary education. Theeffectiveness of this implementation should be studied particularly in the teaching andlearning of the subject matter in the primary and secondary schools. The infusion of thebelief in God is to be concurrently carried out with the inculcation of the sixteenuniversal core values which are cleanliness of body and mind, compassion/empathy,cooperation, courage, moderation, diligence, freedom, gratitude, honesty/integrity,justice, rationality, self-reliance, love, respect, public-spiritedness and humility andmodesty. The introduction of these core values in the Integrated Curriculum for SecondarySchools is aimed at eliminating the notion values-free knowledge and building a morally-based education system. This process must cut across all subject taught at the secondaryschools level through Integrated Secondary School Curriculum. Thus, it goes withoutsaying that the inculcation and infusion of these two important dimensions, belief in Godand inculcation of core values of the National Philosophy of Education addresses the factthat character formation based on moral and religious values are deemed importantbesides academic excellence. The emphasis of this belief can be seen in the followingillustration of the subjects taught at the secondary school level in the country.
  6. 6. The syllabus of the subject Science though aimed at nurturing scientificand technological culture with emphasis on the development of competitive,dynamic and individuals with high level of perseverance and who can masterscientific knowledge and technological competence, emphasizes the belief inGod is evident in the following topics in the science subject. As specified by theCurriculum Development Centre, students should be made to realize that thewrong use of knowledge in genetic may result in destruction in human lives. Thus in the teaching topic genetic, teachers should infuse this belief. Thusit is pertinent that in conducting scientific experiments and research not only isthe belief of God to be instilled, but the moral and ethical principles should alsobe closely adhered. Though scientific and technological competences areemphasized in line with the world technological and scientific development, theinculcation of noble values and belief in god must not be overlooked in theteaching of the Science subject.
  7. 7. MONTH – MAY 2011 TEACHING LEARNING CHAPTER AND THEMES WEEK 18, 19, 20. ACTIVITIES ACTIVITIES Introduce what is the usefulness of probability in daily Explain to the life students on 8. Probability distribution Make student how binomial understand the distribution works Week 1 concept of binomial 2-5/05 distribution Use to way 8.1.1 – List all the possible communication and Make students values allow some jokes in familiar with the of a discrete random teaching, so the mathematic variable students will not be vocabulary. bored Demonstrate the use of binomial Translate the distribution by meaning Skill Practice listing all the of the vocabulary to possible values of a the students by Week 2 discrete random giving example 9-12/05 variable Determine the Give a chance to the Probability of an event in a probability of an students to try it on binomial distribution event in a binomial the whiteboard. distribution
  8. 8. Feed the students with 8.1.2 Determine additional the probability of an information event about the person 8.1.3 Plotting of binomial Help the slow who has distribution graphs invented the learner by giving Plot the binomial Week 3 binomial repertoire graph16-19/05 distribution by explanation to by using laptop. story telling them Show students Solve the how to find min, 8.1.4 Determining mean, problem relating Prepare games variance, and variance and standard to this topic by using windows standard Week 4 deviation of a binomial giving exercise in movie maker deviation in23-26/05 distribution the types of about this topic Normal games distribution Each group has 8.1.5 Solving problem Divide the Ask the 1st and 15 minutes to involving binomial students in four 2nd group to play complete the
  9. 9. LESSON PLANSchool : SMK St. TeresaName : Nur Fatin Ba’riah, Nuril Ekma, SallehuddinSubject : Additional mathematicsTopic : Chapter 8 Probability DistributionSub topic : 8.1.0 Concept Of Probability 8.1.1 List all the possible values of a discrete random variableClass :5A2Date : 02/05Time : 8.30am-9.35am ( 65 min )No Of Student : 42 studentsTeaching Objective: To teach the students to understand and use the concept of binomialdistributionLearning Outcomes: At the end of the lesson, studentsi. clear about the concept of probability distributionii. they can list down the possible values of a discrete random variable
  10. 10. References1.Additional Mathematics Form 5 text book ( IntegratedCurriculum For Secondary School, Chew Su Lian, Khoo EeSin, Nur Niaga Sdn Bhd 20002. Nexus Additional Mathematics SPM form 4 & 5, ChangTze Hin, Yoong Kwee Soon, Sasbadi Sdn Bhd Panduan KBSM online